The efficient teacher understands the policies and procedures of the school. Efficient teachers have daily routines for completing lunch counts, taking attendance, and grading work, and recording of grades. The efficient teacher makes time to call parents and schedules meeting with administration and other teachers as needed.
Teachers, who are efficient, have procedures in place to manage supplies such as pencils, paper, and other non-teaching items.
The efficient teacher keeps a neat and orderly work environment. Teachers who are efficient set goals for the entire school year, and plan their objectives for each lesson on a weekly basis. The teacher, who is efficient, knows how they are going to handle problems with students, parents, administration, and other teachers before they happen. The efficient teacher is concerned with teaching and takes responsibility for the academic success of his or her students. Become a Patron Become a Patron!
God tells us throughout His Word that love creates more love. It teaches lessons and deepens relationships. As teachers, we can all strive to show more love in our classrooms. Here are a few encouraging verses to help guide your daily path:. Service to God and others creates and builds love. The ability to love is deepened by a relationship with God. I will never forget how interesting and easy to learn she developed each and every one of her classes. I wish she will know how much we love her and appreciate her love and dedication for the children, and how she takes the time to prepare the class in such a way that kids can learn and have fun at the same time.
My daughter and I absolutely love her. May God bless her beautiful spirit so she can continue blessing her students and all those around her. God bless you all!!! Your email address will not be published. Very useful and educative. Most people who work in education can point to a specific teacher who changed their life. For me, it was Mr. Hitchens and his AP English Language class.
For you, it might be Mr. Any teacher whose name can be recalled ten or twenty or fifty years later with admiration could be described as both memorable and effective, but it is difficult to define these traits beyond particular examples.
What makes an effective teacher? How is effectiveness measured? How can we increase it? In an age where West Virginia teacher strikes make the national news and No Child Left Behind is brought up in presidential debates, these questions take on increasing importance and weight.
Unsurprisingly, teacher quality is the single most powerful influence on student achievement. In fact, the Rand Corporation states that teacher quality has two to three times the effect on student test scores of any other educational factor. Bill Sanders, a big name in teacher effectiveness research, gave a striking example of this phenomenon when he measured the academic achievement of third-grade students who were either placed with three high-performing teachers in a row or three low-performing teachers in a row.
The children with the three low-performing teachers scored in the 44th percentile on average by the fifth grade whereas the children with the three high-performing teachers scored in the 96th percentile on average by the same time. The students in the two groups had comparable academic records prior to third grade, so there is no explanation for the striking 52th percentile point difference other than the academic impact of effective or ineffective teachers.
Clearly, teacher effectiveness and student achievement are closely related. However, there are about as many ways to define teacher effectiveness as there are teachers.
When students are surveyed about what makes their teachers effective, they often focus on how interesting and enjoyable the teacher makes the material. Close relationships with students, dedication to teaching, and desirable personality traits such as patience often also make the priority list for students. Certainly, an ideal teacher would be both knowledgeable and organized, both interesting and clear, but these different viewpoints already begin to reveal the varied expectations set for effective teachers.
Principals, parents, and education researchers have their own definitions of effective teaching too, often adding qualities to those already cited.
The Association for Supervision and Curriculum Development, for example, defines an effective teacher as one who is formally trained, has high expectations, maximizes instructional time, monitors student learning, caters to all their students, and reflects on their craft. Whether you define an effective teacher generally in terms of how much fun their class is or specifically in terms of how punctual they are, it is imperative to have standardized ways of evaluating teacher quality.
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